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<p class="MsoNormal"><span style="font-size:11.0pt">Dear CPTSC Colleagues, <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">I hope you are doing well as we close out another academic term and calendar year and prepare for the holidays.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">On behalf of my coeditors, I am pleased to share our<b> final call and deadline extension for brief abstract proposals
</b>for our special issue of<span class="apple-converted-space"> </span><b><i>Technical Communication and Social Justice (TCSJ)</i><span class="apple-converted-space"> </span></b>on the topic of<b> Unjust “Permission Structures” in/as Technical Communication.
<o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">Revised Submission Timeline:</span></b><span style="font-size:11.0pt"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Proposals Due By: Dec. 20, 2024<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Notifications Sent By: Dec. 31, 2024<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Full Manuscripts Due by Feb. 15, 2025<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Peer Review and Editorial Team Feedback By: Mar. 15, 2025<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Full Revised Manuscripts Due by: April 15, 2025<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Special Issue Published: Fall 2025<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">While the process of permission structuring originates from controlling access and user roles within computer networks, this technical term has been appropriated to describe a rhetorical strategy whereby communicators
use the audience's existing beliefs and values to persuade them to accept novel opinions and/or<span class="apple-converted-space"> </span><span class="grame">take action</span>. Permission structures thereby aim to facilitate a change of opinion by building
“a process that helps them see [a new] point of view more clearly” (Pfeiffer qtd. in Holland & Bohan, 2013). In other words, people are more likely to change their minds if the new belief is “structured” to connect to their original belief. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">During our panel on this topic at the 2024 Rhetoric Society of American Biennial Conference, we argued<span class="apple-converted-space"> </span><span class="grame">that,</span><span class="apple-converted-space"> </span>“The
emergence of permission structures as a political, business, and pedagogical strategy reveals a frustrating truism: merely presenting accurate information is rarely sufficient for changing beliefs and inspiring action. In fact, the opposite may often be true,
where exposure to new information causes people to dig in and maintain positions.” As we demonstrated in our analyses of COVID-19 vaccine hesitancy (Lambert), climate science and evolution (Monty), anti-trans and anti-immigrant bigotry (Morquecho), and the
demonization of DEI initiatives in public education (Warren-Riley), permission structures pervade the public policy, political, and educational spheres.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Over the past decade, prominent politicians and public figures in the United States have weaponized permission structures to spread mis- and<span class="apple-converted-space"> </span><span class="spelle">malinformation</span>,
normalize bigotry, and sow disharmony. As the term increasingly saturates public political discourse, “permission structures” are often reduced to describing how radical views are normalized or destigmatized. Yet, the concept aligns with technical communication
because the structuring of permission to accept or reject complex policy, science, and legal topics is technical in nature. Similarly, permission structures are imperative to social justice because they persuade audiences to either accept or reject expert
knowledge and lived experiences, and the outcome often impacts individuals and communities on matters of import around public policy, human rights, and public health. As such, this special issue will both complement and extend prior work in<span class="apple-converted-space"> </span><i>TCSJ</i>,
including vaccines and public health (<span class="spelle">Agbozo</span>, 2023; Vail, 2023), pedagogy and education (Clem, 2023; Dayley, 2023), the socio-politics of technologies (Lawrence, 2024) and design (Lane & Moore, 2023), "colonial logics" (Homer, 2023),
and political and historical "truth telling" (O'Brien, 2023).<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><span class="grame"><span style="font-size:11.0pt">In order to</span></span><span class="apple-converted-space"><span style="font-size:11.0pt"> </span></span><span style="font-size:11.0pt">demonstrate the complexity of this dynamic rhetorical
strategy, we welcome submissions that investigate unjust permission structures in technical communications. While the concept of “permission structures” is neutral, we are specifically interested in submissions that explore how permission is structured to<span class="apple-converted-space"> </span><i>unjustly<span class="apple-converted-space"> </span></i>deny
legitimate evidence, to draw false comparisons, to perpetuate inaccurate beliefs, and to justify discriminatory and damaging practices. By “recognizing” and “revealing” the structures behind unjust policy arguments, we echo Walton et al.’s (2019) efforts “to
dismantle some barriers to coalition building” (p. 12). <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">We invite a range of fitting methods/methodologies (e.g., theoretical, pedagogical, comparative, case study, critical, queer, feminist, archival, multimodal/multimedia) and topics of inquiry (e.g., environment/ecology,
risk and crisis communication, legislation and governance, health and medicine,<span class="apple-converted-space"> </span><span class="grame">AI</span><span class="apple-converted-space"> </span>and augmented reality, finance/investment/crypto, usability/UX)
that exemplify permission structuring for unjust public or political purposes. The list of approaches and topics grows, along with our excitement for the possibilities for this special issue.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">Questions to Consider (or Possible Lines of Inquiry):</span></b><span style="font-size:11.0pt"><o:p></o:p></span></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">In what ways does permission structuring complement, amend, appropriate, or contradict existing technical communication theories and strategies?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">How can permission structuring be mapped or theorized as technical communication?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">How has permission been structured to deny legitimate evidence, to draw false comparisons, to perpetuate inaccurate beliefs, and to justify discriminatory and damaging practices?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">What are characteristics and patterns of individuals, groups, events, or agents who can grant permission?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">What can be learned from historical examples of permission structures being used to enact harmful outcomes?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">What are effective strategies for subverting unjust permission structures<span class="apple-converted-space"> </span><span class="grame">as a way to</span><span class="apple-converted-space"> </span>reach,
persuade, and change minds of audiences with entrenched political beliefs?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">What aspects of beliefs make them<span class="apple-converted-space"> </span><span class="grame">more or less susceptible</span><span class="apple-converted-space"> </span>to
persuasion via permission structures?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">How do permission structures function within academic institutions or education more broadly? <o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l0 level1 lfo1"><span style="font-size:11.0pt">What are examples of incoherent, inverted, or contradictory permission structures?<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="margin-left:.5in"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">The editors are committed to honoring their diverse identities and lived experiences while recognizing the need to proactively engage in just and equitable editorial practices. In editing this special issue,
we will intentionally enact practices of accessibility, inclusion, and care by soliciting diverse and representative authors and peer<span class="apple-converted-space"> </span><span class="grame">reviewers, and</span><span class="apple-converted-space"> </span>ensuring
that all contributions adhere to<span class="apple-converted-space"> </span><i>TCSJ</i>'s visual and digital accessibility guidelines.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">Submission Guidelines:</span></b><span style="font-size:11.0pt"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">We encourage proposals of 250-500 words, excluding references, submitted to the editors by Dec. 15, 2024. Feel free to contact the guest editors with your ideas and questions regarding possible projects. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">Deadline for Proposal Submissions:</span></b><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">December 15, 2024. Submit a PDF attachment via email to<span class="apple-converted-space"> </span><a href="mailto:kymberly.morquecho@gmail.com"><span style="color:#E08144">kymberly.morquecho@gmail.com</span></a>.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">Special Issue Guest Editors:</span></b><span style="font-size:11.0pt"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">R.J. Lambert, Medical University of South Carolina<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Randall Monty, University of Texas Rio Grande Valley<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Kymberly Morquecho, The University of Texas Rio Grande Valley<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Sarah Warren-Riley, University of Texas Rio Grande Valley<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">References:</span></b><span style="font-size:11.0pt"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Adams, R., Jones, A.,<span class="apple-converted-space"> </span><span class="spelle">Lefmann</span>, S, & Sheppard, L. (2014).<span class="apple-converted-space"> </span><span class="spelle">Utilising</span><span class="apple-converted-space"> </span>a
collective case study system theory mixed methods approach: rural health example.<span class="apple-converted-space"> </span><i>BMC Medical Research Methodologies</i>,<span class="apple-converted-space"> </span><i>14</i>, 94.<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118207/"><span style="color:#E08144"> </span></a><o:p></o:p></span></p>
<p class="MsoNormal"><span class="spelle"><span style="font-size:11.0pt">Agbozo</span></span><span style="font-size:11.0pt">, G. (2023). Software-Mediated Public Health Information Localization as Social Justice Work.<span class="apple-converted-space"> </span><i>Technical
Communication and Social Justice</i>,<span class="apple-converted-space"> </span><i>1</i>(1), 8–23.
<a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/16">https://techcommsocialjustice.org/index.php/tcsj/article/view/16</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Clem, S. (2023). Teaching Editing for Social Justice.<span class="apple-converted-space"> </span><i>Technical Communication and Social Justice</i>,<span class="apple-converted-space"> </span><i>1</i>(2), 49–69.
<a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/12">https://techcommsocialjustice.org/index.php/tcsj/article/view/12</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Dayley, C. (2023). How Marginalized Students Persist in TPC Academic Programs.<span class="apple-converted-space"> </span><i>Technical Communication and Social Justice</i>,<span class="apple-converted-space"> </span><i>1</i>(2),
70–96. <a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/6">
https://techcommsocialjustice.org/index.php/tcsj/article/view/6</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Holland, S. & Bohan, C. (2013, May 1). In Obama's jargon, getting to yes requires a 'permission structure.'<span class="apple-converted-space"> </span><i>Chicago Tribune</i>.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Homer, M. (2023). The Problem with Common Ground: Translation and Colonial Logics in the ‘Imiloa Astronomy Center Online Interface.<span class="apple-converted-space"> </span><i>Technical Communication and
Social Justice</i>,<span class="apple-converted-space"> </span><i>1</i>(1), 107–128.
<a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/19">https://techcommsocialjustice.org/index.php/tcsj/article/view/19</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Hsu, V. J. (2022). Irreducible damage: The Affective drift of race, gender, and disability in anti-trans<span class="apple-converted-space"> </span><span class="spelle">rhetorics</span>.<span class="apple-converted-space"> </span><i>Rhetoric
Society Quarterly, 52</i>(1), 62-77.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Lane, E., & Moore, K. (2023). The Invisible Work of Iterative Design in Addressing Design Injustices.<span class="apple-converted-space"> </span><i>Technical Communication and Social Justice</i>,<span class="apple-converted-space"> </span><i>1</i>(2),
28–48. <a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/11">
https://techcommsocialjustice.org/index.php/tcsj/article/view/11</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Lawrence, H. (2023). Technical and Professional Communicators as Advocates of Linguistic Justice in the Design of Speech Technologies.<span class="apple-converted-space"> </span><i>Technical Communication
and Social Justice</i>,<span class="apple-converted-space"> </span><i>2</i>(1), 1–22.
<a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/32">https://techcommsocialjustice.org/index.php/tcsj/article/view/32</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Lipson, C. (2013). Comparative rhetoric,<span class="apple-converted-space"> </span><span class="spelle">Egyptology,and</span><span class="apple-converted-space"> </span>the case of Akhenaten.<span class="apple-converted-space"> </span><i>Rhetoric
Society Quarterly, 43</i>(3), 270-284.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">O’Brien, A. (2023). Mundane Documents, American Exceptionalism, and Savannah’s “Unique” History: A Comparative Rhetorical Analysis of the Confederate Memorial Task Force’s Reports.<span class="apple-converted-space"> </span><i>Technical
Communication and Social Justice</i>,<span class="apple-converted-space"> </span><i>1</i>(2), 1–27.
<a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/4">https://techcommsocialjustice.org/index.php/tcsj/article/view/4</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Macdonald, N. (2015). Vaccine hesitancy: Definition,<span class="apple-converted-space"> </span><span class="grame">scope</span><span class="apple-converted-space"> </span>and determinants.<span class="apple-converted-space"> </span><i>Vaccine</i>,<span class="apple-converted-space"> </span><i>32</i>.
10.1016/j.vaccine.2015.04.036.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Walton, R., Moore, K.R., & Jones, N.N. (2019).<span class="apple-converted-space"> </span><i>Technical communication after the social justice<span class="apple-converted-space"> </span><span class="grame">turn</span>:
Building coalitions for action</i>. Routledge.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Yenor, S. (2023).<span class="apple-converted-space"> </span><i>How Texas A&M went woke.</i><span class="apple-converted-space"> </span><a href="https://dc.claremont.org/wp-content/uploads/2023/02/How-Texas-AM-Went-Woke-web.pdf">https://dc.claremont.org/wp-content/uploads/2023/02/How-Texas-AM-Went-Woke-web.pdf</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Yu, Han; & Northcut, Kathryn M., Eds. (2018).<span class="apple-converted-space"> </span><i>Scientific communication: Practices, theories, and pedagogies</i>. Routledge.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Vail, R. (2023). “Descendants of Survivors": Tensions in Translating COVID-19 Vaccine Promotion Videos in Hawai’i.<span class="apple-converted-space"> </span><i>Technical Communication and Social Justice</i>,<span class="apple-converted-space"> </span><i>1</i>(1),
64–78. <a href="https://techcommsocialjustice.org/index.php/tcsj/article/view/8">
https://techcommsocialjustice.org/index.php/tcsj/article/view/8</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
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